The effect of teachers trained in a fundamental movement skills programme on children’s self-perceptions and motor competence

Gavin Breslin, Marie Murphy, David McKee, Brian Delaney

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Perceived and actual motor competence are hypothesized to have potential links to children and young people’s physical activity (PA) levels with a potential consequential link to long-term health. In this cross-sectional study, Harter’s (1985, Manual for the Self-perception Profile for Children. Denver, CO: University of Denver) Competency Motivation-based framework was used to explore whether a group of children taught, during curriculum time, by teachers trained in the Fundamental Movement Skills (FMS) programme, scored higher on self-perception and on core motor competencies when compared to children whose teachers had not been so trained. One hundred and seventy seven children aged 7–8 years participated in the study. One hundred and seven were taught by FMS-trained teachers (FMS) and the remaining 70 were taught by teachers not trained in the programme (non-FMS). The Harter Self-Perception Profile for Children assessed athletic competence, scholastic competence, global self-worth and social acceptance. Three core components of motor competence (body management, object control and locomotor skills) were assessed via child observation. The FMS group scored higher on all the self-perception domains (p <0.05). Statistically significant differences were found between the schools on all of the motor tasks (p <0.05).
Original languageEnglish
Pages (from-to)114-126
JournalEuropean Physical Education Review
Issue number1
Publication statusPublished - 7 Mar 2012


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